Waterloo IPE

Interprofessional Education at Waterloo Pharmacy

Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care.

- Centre for the Advancement of Interprofessional Education (CAIPE), 2002

As part of the transition to a PharmD curriculum, and in recognition of new accreditation standards, the University of Waterloo School of Pharmacy has recently launched an interprofessional education strategy.  Our goal is to provide pharmacy students with opportunities to learn with, from and about other health care professionals and students in order to  prepare them to improve patient outcomes through interprofessional collaboration. Waterloo IPE leverages the University of Waterloo and the School of Pharmacy’s core strength in innovative experiential programming to deliver unique IPE experiences to students. To achieve this, we have adopted an approach that combines a best practice passport model with regional partnerships.   

In our implementation of the passport model, students acquire increasing degrees of expertise in the six interprofessional competencies identified by the Canadian Interprofessional Health Collaborative (CIHC) as critical to becoming a valued member of an interprofessional team.  Passports are “stamped” at specific points in the curriculum as certification that students have participated in  interprofessional activities.

Students build their passport by participating in IPE events offered in-class, or through extracurricular activities organized by the Waterloo IPE team, by students themselves, or by community partners.

Program Phases

IPE Timeline

Phase 1 – Exposure

In this initial stage, students learn foundational content about interprofessional collaboration. Activities are both didactic and interactive and allow students to begin to better understand their position and responsibilities as a pharmacist within a collaborative team.

Phase 2 – Immersion

During  this stage, students experience higher levels of collaborative interaction with other health professionals and students. They build a stronger understanding of their own role and the roles of others. Students are expected to take ownership of their own interprofessional learning and to acquire sufficient points throughout Years 2 - 4 of the program.

Phase 3 – Application

In this final entry-to-practice stage students have integrated into a team environment, have a strong sense of professional identity, and effectively and proficiently perform their professional tasks. Students achieve their application requirement by successfully completing their clinical rotations and the associated interprofessional competency assessment by their pharmacist preceptors and an interprofessional evaluator.

Canadian Interprofessional Health Collaborative (CIHC)

Interprofessional Competencies


For more information contact:

Debbie Ellen

Experiential Coordinator, Bridging; Interprofessional Education Program Manager